Toward a Critical Race Nepantlera Methodology: Embracing Liminality in Anti-Colonial Research

2018 ◽  
Vol 19 (3) ◽  
pp. 231-239 ◽  
Author(s):  
Nancy Acevedo-Gil
Keyword(s):  
Critical Race Theory ◽  
Students Of Color ◽  
Undocumented Students ◽  
Research Process ◽  
Feminist Epistemology ◽  
Critical Race ◽  
Race Theory ◽  
Data Collection Process ◽  
Chicana Feminist Epistemology ◽  
Traditional Roles

Given the inequitable opportunities and marginalizing experiences for undocumented Students of Color, this manuscript builds on the work of previous Scholars of Color to challenge the traditional roles of researchers during the data collection process. Guided by critical race theory, nepantleras, and Chicana feminist epistemology, the article proposes a critical race nepantlera methodology (CRNM). CRNM entails a reflexive and reciprocal approach that guides the research process and is rooted in anti-colonial social justice actions. Two exemplars from previous studies elaborate on CRNM and the relevance to critically conscious researchers, particularly when conducting studies with undocumented Students of Color.

Mapping Consequential Geographies in the Carceral State: Education Journey Mapping as a Qualitative Method With Girls of Color With Dis/abilities

2017 ◽  
Vol 24 (1) ◽  
pp. 20-34 ◽  
Author(s):  
Subini Ancy Annamma
Keyword(s):  
Critical Race Theory ◽  
Students Of Color ◽  
Qualitative Method ◽  
Research Process ◽  
Critical Race ◽  
Race Theory ◽  
Carceral State ◽  
Girls Of Color ◽  
State Education

This article provides an innovative critical qualitative method framed in Disability Critical Race Theory (DisCrit) that mapped the experiences of those at the margins through a sociospatial dialectic. I first applied a sociospatial dialectic to the school–prison nexus. Next, I introduced Education Journey Mapping, a critical qualitative method that centered students of color with dis/abilities in the research process, as one way to rupture notions of normalcy in research. Finally, I analyzed a set of Education Journey Maps that incarcerated girls of color with dis/abilities created to highlight the multidimensional value of these counter-cartographies in understanding consequential geographies.

The Every Student Succeeds Act and Multicultural Education: A Critical Race Theory Analysis

2018 ◽  
Vol 120 (13) ◽  
pp. 1-18
Author(s):  
Floyd D. Beachum
Keyword(s):  
No Child Left Behind ◽  
Critical Race Theory ◽  
Multicultural Education ◽  
Students Of Color ◽  
Urban Areas ◽  
The United States ◽  
Critical Race ◽  
Race Theory ◽  
Policy Makers ◽  
Every Student Succeeds Act

The Every Student Succeeds Act (ESSA) is now the educational law of the land. It replaced and revised what was known as No Child Left Behind (NCLB). ESSA represents a movement from more federal oversight to more state and local control. Although this transitional time period is one of great potential and excitement, educators and policy makers might also want to remain cautious. This next educational era of ESSA is still plagued by the problems of the past era. Teachers and administrators are still struggling to turn around low-performing schools in many U.S. urban areas; many urban educational issues, like high-dropout rates, gang influence, and low student engagement, are still inextricably linked to the socioeconomic problems that exist in local communities. This analysis first seeks to explain the purpose of ESSA. It then outlines the current plight of many students of color in the United States. Next, critical race theory is used to contextualize and categorize persistent problems that face the implementation of ESSA for these students of color. Finally, the author proposes ways to address the stated problems for school leaders and policy makers.

Dealing With the Elephant in the Classroom

2021 ◽  
pp. 1282-1295
Author(s):  
Ronald William Whitaker II ◽  
Angela Campbell ◽  
Jeramie Iannelli
Keyword(s):  
Critical Race Theory ◽  
Service Learning ◽  
Graduate Education ◽  
Students Of Color ◽  
White Privilege ◽  
Educational Experiences ◽  
Critical Race ◽  
Race And Racism ◽  
Race Theory ◽  
Education And Society

In his classic book titled Race Matters, West courageously deals with issues of race and racism in an unapologetic manner. In this chapter, the authors also unapologetically deal with issues of race and racism within the context of education and society. Specifically, the authors highlight a graduate education course within their institution that compels both students and professors to be vulnerable and truthful about race, racism, diversity, equity, systemic inequalities, and White privilege through service learning. The authors argue that his approach is necessary give the fact that historically, the aforementioned has impacted the educational experiences for students of Color, but in particular, Black and Brown children. The authors explore this work through critical race theory. The authors conclude the chapter with implications for practice.

Critical Race Theory 20 Years Later

2016 ◽  
Vol 51 (3) ◽  
pp. 253-273 ◽  
Author(s):  
Tyrone C. Howard ◽  
Oscar Navarro
Keyword(s):  
Critical Race Theory ◽  
Students Of Color ◽  
Educational Outcomes ◽  
The United States ◽  
Policy Implications ◽  
Critical Race ◽  
Race Theory ◽  
Policy And Practice ◽  
Racial Lines ◽  
Historical Trajectory

As the nation’s schools become increasingly diverse along ethnic and racial lines, examining and understanding the racial complexities in the United States is more germane now than ever in the nation’s history. To that end, critical race theory (CRT) has been a transformative conceptual, methodological, and theoretical construct that has assisted researchers in problematizing race in education. As we reflect on 20 years of CRT, it is essential to examine in what ways, if any, CRT is influencing school practice and policy. Given the disparate educational outcomes for students of color, researchers have to inquire about the influence of CRT on the lived experiences of students in schools. In this article, the authors lay out the historical trajectory of CRT, discuss its influence on educational research, and then evaluate to what extent, if any CRT has had on school policy and practice. The article will conclude with research, practice, and policy implications that may influence CRT’s development over the next 20-year period.

scholarly journals Majoritarian Stories and Counterstories: Critical Race Theory Approaches to Countering Deficit Discourse in Higher Education

2022 ◽  
Author(s):  
Kirk Greenwood
Keyword(s):  
Higher Education ◽  
Discourse Analysis ◽  
Social Class ◽  
Critical Race Theory ◽  
Critical Discourse Analysis ◽  
Students Of Color ◽  
Postsecondary Institutions ◽  
Critical Discourse ◽  
Critical Race ◽  
Race Theory

This paper employs critical discourse analysis to interrogate rhetorics of academic deficit subtending institutional neglect of equitable opportunity for students of color at U.S. postsecondary institutions. It further reviews Critical Race Theory literature in education, paying special attention to research that foregrounds social class as a discriminate variable distinguishing truly liberatory pedagogies from the merely critical.

Dealing With the Elephant in the Classroom

2018 ◽  
pp. 242-255
Author(s):  
Ronald William Whitaker II ◽  
Angela Campbell ◽  
Jeramie Iannelli
Keyword(s):  
Critical Race Theory ◽  
Service Learning ◽  
Graduate Education ◽  
Students Of Color ◽  
White Privilege ◽  
Educational Experiences ◽  
Critical Race ◽  
Race And Racism ◽  
Race Theory ◽  
Education And Society

In his classic book titled Race Matters, West courageously deals with issues of race and racism in an unapologetic manner. In this chapter, the authors also unapologetically deal with issues of race and racism within the context of education and society. Specifically, the authors highlight a graduate education course within their institution that compels both students and professors to be vulnerable and truthful about race, racism, diversity, equity, systemic inequalities, and White privilege through service learning. The authors argue that his approach is necessary give the fact that historically, the aforementioned has impacted the educational experiences for students of Color, but in particular, Black and Brown children. The authors explore this work through critical race theory. The authors conclude the chapter with implications for practice.

“What’s Going On?”: A Critical Race Theory Perspective on Black Lives Matter and Activism in Education

2017 ◽  
Vol 53 (2) ◽  
pp. 231-247 ◽  
Author(s):  
Adrienne D. Dixson
Keyword(s):  
Social Media ◽  
Critical Race Theory ◽  
Education Reform ◽  
Urban Communities ◽  
Students Of Color ◽  
Critical Race ◽  
Racial Equity ◽  
Race Theory ◽  
Black Lives Matter

This article explores activism, education, and the #BlackLivesMatter movement. Using critical race theory (CRT), I analyze what this emergence of primarily youth-led activism means in the context of decades of neoliberal education reform. I raise specific questions about how youth-led activism, which has its genesis in and is largely shaped by social media, not only reflects limited robust mainstream discourses on race but also a failure of education, particularly schools and districts that serve students of color in under-resourced urban communities, to teach about and contextualize other historical movements for justice and racial equity.

A Divergence of Interests: Critical Race Theory and White Privilege Pedagogy

2020 ◽  
Vol 122 (1) ◽  
pp. 1-24
Author(s):  
Ryan M. Crowley ◽  
William L. Smith
Keyword(s):  
Teacher Education ◽  
Critical Race Theory ◽  
Students Of Color ◽  
White Privilege ◽  
Teacher Educators ◽  
Research Question ◽  
Critical Race ◽  
Race Theory ◽  
Long Term Impact ◽  
K 12

Background/Context Informed by the increasing racial disparity between the nation's predominantly White teaching force and the growing number of students of color in K–12 schools, along with the well-documented struggles that White teachers have in exploring race and racial identity, the authors critique the use of White privilege pedagogy as a strategy for promoting antiracist dispositions in White pre-service teachers. Purpose/Objective/Research Question/Focus of Study By deploying several concepts central to critical race theory, as well as critiques that note the shortcomings of past attempts at racial reform (Brown v. Board of Education, Voting Rights Act), the authors investigate the effectiveness of White privilege pedagogy within the teacher education setting. Research Design To construct our conceptual critique of White privilege pedagogy within teacher education, we reviewed the extant literature that discussed the range of shortcomings to this pedagogical approach. To create a more historical and structural critique, we demonstrated how the tenets of White privilege pedagogy conflicted with key principles of critical race theory and with lessons from past racial remedies. We contend that White privilege pedagogy arises from a racial liberalist worldview and requires an untenable convergence of interests that limits its long-term impact. We parallel our critiques of White privilege pedagogy with arguments used by critical race scholars to explain the limited impact of previous efforts at racial reform. Conclusions/Recommendations The authors urge teacher educators to move away from the individualized and over-essentialized representations of racism inherent to White privilege pedagogy in favor of historical, structural, and intersectional discussions of race, racism, and the construction of White privilege.

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